Final Degree Projects (FDP) and Master's Degree Projects (FMP) are a core component of the academic journey for students in Nuclear Engineering at the Universitat Politècnica de València (UPV). In addition to the technical knowledge required, FDP/FMP students also develop a variety of transversal competencies (soft skills), such as problem-solving, critical thinking, teamwork, leadership, autonomy, and decision-making. These competencies are essential for success in the professional world, especially in complex fields like nuclear engineering. However, despite being exposed to technical nuclear-related subjects during their coursework, many students often lack knowledge and understanding of critical global issues, such as the United Nations Sustainable Development Goals (SDGs). This gap is particularly noticeable when it comes to areas like social responsibility, innovation for sustainability, and the broader environmental and societal impacts of nuclear technologies. This study examines the impact of FDP and FMP on students' understanding of Sustainable Development Goals (SDGs) and soft skills in the field of Nuclear Engineering at the Universitat Politècnica de València (UPV).

A structured survey with 30 questions was conducted before and after project completion to assess students' knowledge of SDGs and their acquisition of key soft skills. During the first year of this study, data from 16 students were analyzed to track their progress and identify learning gaps. This survey has been carefully designed based on a previous analysis of the soft skills acquired in all master's and bachelor's degree subjects related to nuclear engineering, and the questions are conducted both before and after the FDP/FMP work, with questions designed to assess the extent to which the Bachelor's or Master's thesis has helped students develop the soft skills necessary for their professional future—competencies that they may not have fully acquired through coursework alone. Additionally, the surveys also evaluate the knowledge of the Sustainable Development Goals (SDGs) gained through the research projects.

The findings reveal that engaging in these projects, particularly when aligned with professional career pathways in the nuclear sector, significantly enhances students’ awareness and understanding of SDGs, specially those related with Affordable and clean energy (SDG 7) and Climate action (SDG 13). Moreover, the results indicate that students develop soft skills that are not adequately addressed in some conventional coursework. This suggests that research-driven projects serve as a crucial supplement to theoretical education, equipping students with essential skills for professional environments in medical physics, radiation protection, and nuclear safety.

Furthermore, the study underscores the necessity of integrating structured monitoring and assessment frameworks within FDP and FMP programs, in alignment with the educational directives of RD 822/2021, which advocate for the inclusion of SDGs in higher education curricula. By embedding sustainability-focused objectives within these academic projects, institutions can better prepare students for the evolving demands of the industry and society.

Keywords: Nuclear Engineering, Skills Assessment, Sustainable Development Goals, Teaching Performance, Curriculum Enhancement.